一场关于基于案例的在线讨论的教学研讨会。
An instructional seminar for online case-based discussions.
作者信息
LeBlanc Jaclyn M, Pruchnicki Maria C, Rohdieck Stephanie V, Khurma Anand, Dasta Joseph F
机构信息
College of Pharmacy, The Ohio State University, USA.
出版信息
Am J Pharm Educ. 2007 Jun 15;71(3):42. doi: 10.5688/aj710342.
OBJECTIVE
To assess a training seminar developed to prepare pharmacy instructors to facilitate online discussions.
DESIGN
A 2-part seminar was developed to train faculty members and teaching assistants to facilitate online case-based discussions. A preseminar survey instrument was distributed to potential attendees and a postseminar survey instrument was given to those who attended the seminar.
ASSESSMENT
Twenty (91%) instructors completed the preseminar survey instrument. Eleven of these instructors attended at least 1 session of the seminar and indicated that the didactic and/or application portions were either "helpful" or "very helpful." These faculty members and teaching assistants also completed the postseminar survey instrument and conveyed a significant increase in level of comfort in their ability to facilitate online case-based discussions (p=0.004). The 3 most frequently perceived barriers to online teaching remained consistent despite training or teaching experience.
CONCLUSIONS
After attending a training seminar and/or facilitating an online case discussion, participants' comfort level in their ability to teach online increased. Further study of the impact of faculty development programs on teaching effectiveness and student satisfaction with online pharmacy education is warranted.
目的
评估为使药学教师能够顺利开展在线讨论而举办的一场培训研讨会。
设计
开发了一个分两部分的研讨会，用于培训教员和助教开展基于案例的在线讨论。会前向潜在参会者发放了调查问卷，会后向参会人员发放了调查问卷。
评估
20名（91%）教师完成了会前调查问卷。其中11名教师至少参加了研讨会的一场会议，并表示理论讲授和/或应用部分“有帮助”或“非常有帮助”。这些教员和助教也完成了会后调查问卷，并表示他们开展基于案例的在线讨论的能力舒适度显著提高（p = 0.004）。尽管有培训或教学经验，但在线教学中最常被提及的3个障碍仍然存在。
结论
参加培训研讨会和/或开展在线案例讨论后，参与者开展在线教学的能力舒适度有所提高。有必要进一步研究教师发展计划对教学效果和学生对在线药学教育满意度的影响。
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